An Assessment of Social Work Education Efforts to Recruit and Retain MSW Students of Color

Bowie, Stan L.; Nashwan, Ayat; Thomas, Veliska; Davis-Buckley, Renski J.; Johnson, Richard L.

doi:10.1080/10437797.2017.1404531

Cited by 13 publications

(3 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This systemic racism system that promotes unearned advantages for white social workers is also easily found in our profession. We only need to look at the absence of Black and Brown students in our schools (Bowie et al, 2018) and to the challenging careers of non-white professionals and academics across the country, plagued with a lack of opportunities for advancement and promotion (Calvo et al, 2018;Mbarushimana & Robbins, 2015).…”

Section: White Supremacy At the Roots Of The Social Work Professionmentioning

confidence: 99%

Good, the Bad, and the Ugly

Calvo

Bradley²

2021

ASW

View full text Add to dashboard Cite

For the last several years, the Boston College School of Social Work (BCSSW) has worked to deconstruct the hidden nature of whiteness rooted in theories, methods, and practices of education. To that end, the BCSSW created two strategies designed to foster systemic change: the Latinx Leadership Initiative and the Equity, Justice, and Inclusion Initiative. This study uses narrative analysis to examine these initiatives as catalysts of sustainable change. We dive deep into: (1) strategies designed to disrupt a White supremacy approach to the explicit and implicit curriculums; (2) activities to engage stakeholders on dismantling institutional racism. Our ultimate goal is to draw lessons that may be useful to the profession. To that end, we discuss knowledge gained concerning academic innovation, shared governance, and alternatives to an Eurocentric epistemological approach to social work. We also include implications for the profession concerning the incorporation and validation of non-White ways to understand human development, health, disease, diagnostics, and interventions; and present some of the strategies we developed to de-center whiteness and support BIPOC students in a White-majority institution of higher education.

show abstract

Section: White Supremacy At the Roots Of The Social Work Professionmentioning

confidence: 99%

Good, the Bad, and the Ugly

Calvo

Bradley²

2021

ASW

View full text Add to dashboard Cite

show abstract

“…Even with studies centering on Black male persistence across a range of academic contexts, little attention has been given to persistence among Black males specifically enrolled in baccalaureate social work programs (Beadlescomb, 2019;Bowie, Cherry, & Wooding, 2005;Giesler, 2013). A few studies have focused on recruiting students of color in social work programs (Bowie, Nashwan, Thomas, Davis-Buckley, & Johnson, 2018;Raber, Tebb, & Berg-Weger, 1998;Rogers, 2013;Wilson, 1999), career choices of Black MSW students (Bowie et al, 2005), and student success in doctoral social work education (Johnson-Motoyama, Petr, & Mitchell, 2014). Though these studies enrich understanding of student experiences in social work education, they largely ignore a population of students whose experiences are unfamiliar to social work researchers and educators.…”

mentioning

confidence: 99%

“…The current state of Black male persistence in baccalaureate social work programs is largely unknown (Bowie et al, 2018). However, we know from recent data that 64% of Black males fail to persist across academic programs over 6 years (National Center for Education Statistics, 2016).…”

mentioning

confidence: 99%

Sustaining Trajectories

Simmons

2020

ASW

View full text Add to dashboard Cite

While the literature is replete with studies on persistence among students across academic majors, few studies examine the nature of persistence among Black males enrolled in baccalaureate social work programs. This qualitative study offers some insight into how a sample of four Black male graduates from an accredited baccalaureate social work program persisted toward degree attainment. Three themes emerged from this study: (a) family encouragement and support, (b) sense of belonging, and (c) presence of Black male professors. Findings suggest the need for social work educators to consider programmatic initiatives acknowledging the role of families in persistence efforts, facilitating connectedness, and recruiting Black male professors or other Black male mentors.

show abstract